HYPOTHESIS

TESTING
Researchers are interested in answering many types of
questions.

 Scientist might want to know whether the earth is

warming up.
 A physician might want to know whether a new
medication will lower a person’s blood pressure.
 An educator might wish to see whether a new
teaching technique is better than the traditional one.
 A retail merchant might want to know whether the
public prefers a certain color in a new line of fashion.
 The first and fifth objectives require descriptive
statistics like mean, standard deviation, frequency,
and percentage. No need for hypothesis testing.
Objectives of the research
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

 Determine the MCR of the grade 12 students as a whole and in

terms of specific content areas
 Compare the students’ MCR when grouped according to nature of
curriculum in junior high school (JHS) (Science and Academic).
 Compare the students’ MCR when grouped according to learning
strand (ABM, STEM, GAS, and HUMSS).
 Compare the students’ MCR when grouped according to career
track (Academic, Arts and Design, Sports, and TVL).
 Determine the reasons for the students' non-readiness of college
mathematics as perceived by their mathematics teachers.

Objectives in bold case require inferential statistics.

Then, hypothesis testing is required.
HYPOTHESIS
TESTING
 HYPOTHESIS TESTING

Hypothesis testing is the process of making an

inference or generalization on a population based
on the results of the study on samples.

A test of hypothesis is a method to determine

whether the statistical hypothesis is true or not.
 STATISTICAL HYPOTHESIS

Statistical hypothesis is a guess or prediction

made by a researcher regarding the possible
outcome of the study.

A hypothesis is a conjecture or statement or

assertion which aims to explain certain
phenomena in the real world.
 Examples: HYPOTHESIS

 Medical researchers claim that the mean body

temperature of healthy adults is not equal to
98.6°F.

 Drivers who use cell phones have a car crash

rate greater than the 13% rate for those who do
not use cell phones.
 Types of Statistical Hypothesis

1.Null Hypothesis (Ho)

 It serves as the working hypothesis.
 It is that which one hopes to accept or reject.
 It shows equality or no significant difference or
no relationship between variables.
 Types of Statistical Hypothesis

2. Alternative Hypothesis (Ha)

 It generally represents the hypothetical
statement that the researcher wants to prove.
 Examples of Statistical Hypothesis

The percentage of senior high school students who

passed Math during summer was 65%.
Ho:p = 65%
Ha:p ≠ 65%
Ho: The percentage of senior high school students
who passed Math during summer was 65%.
Ha: The percentage of senior high school students
who passed Math during summer was not 65%.
 Examples of Statistical Hypothesis

A teacher wants to know if there is a significant difference

in the performance in Statistics between his morning and
afternoon classes.
Ho:μ1 = μ2
Ha:μ1 ≠ u2
Ho: There is no significant difference in the performance in
Statistics between the morning and that of the afternoon
classes.
Ha: There is a significant difference in the performance in
Statistics between the morning and that of the afternoon
classes.
Hypotheses in this research
 The first and fifth objectives require descriptive
statistics like mean, standard deviation, frequency,
and percentage. No need for hypothesis testing.
Objectives of the research
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

 Determine the MCR of the grade 12 students as a whole and in

terms of specific content areas
 Compare the students’ MCR when grouped according to nature of
curriculum in junior high school (JHS) (Science and Academic).
 Compare the students’ MCR when grouped according to learning
strand (ABM, STEM, GAS, and HUMSS).
 Compare the students’ MCR when grouped according to career
track (Academic, Arts and Design, Sports, and TVL).
 Determine the reasons for the students' non-readiness of college
mathematics as perceived by their mathematics teachers.

Objectives in bold case require inferential statistics.

Then, hypothesis testing is required.
Hypotheses in the research
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in

the mathematics college readiness of the grade 12 students when
grouped according to nature of curriculum in junior high school
(JHS) (Science and Academic).
Ho:μ1 = μ2
Ha:μ1 ≠ u2

Ho: There is no significant difference in the mathematics college

readiness of the grade 12 students when grouped according to
nature of curriculum in JHS (Science and Academic).
Ha: There is a significant difference in the mathematics college
readiness of the grade 12 students when grouped according to
nature of curriculum in JHS (Science and Academic).
Hypotheses in the research
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in

the mathematics college readiness of the grade 12 students when
grouped according to learning strand (ABM, STEM, GAS, and
HUMSS).

Ho: There is no significant difference in the mathematics college

readiness of the grade 12 students when grouped according to
learning strand (ABM, STEM, GAS, and HUMSS).

Ha: There is a significant difference in the mathematics college

readiness of the grade 12 students when grouped according to
learning strand (ABM, STEM, GAS, and HUMSS).
Hypotheses in the research
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in

the mathematics college readiness of the grade 12 students when
grouped according to career track (Academic, Arts and Design,
Sports, and TVL).

Ho: There is no significant difference in the mathematics college

readiness of the grade 12 students when grouped according to
career track (Academic, Arts and Design, Sports, and TVL).

Ha: There is a significant difference in the mathematics college

readiness of the grade 12 students when grouped according to
career track (Academic, Arts and Design, Sports, and TVL).
 Types of Statistical Hypothesis

1. Directional Hypothesis
 Expresses direction
 One-tailed
 Uses order relation of “greater than” or “less than”
 Types of Statistical Hypothesis

2. Non-directional Hypothesis
 Does not express direction
 Two-tailed
 Uses the “not equal to”
Statistical Errors

A Type I error is the mistake of rejecting the null

hypothesis when it is true.

The symbol ∝ (alpha) is used to represent the

probability of a type I error.
Statistical Errors

A Type II error is the mistake of failing to reject the

null hypothesis when it is false.

The symbol β (beta) is used to represent the

probability of a type II error.
Statistical Errors

Decision
Facts Accept Ho Reject Ho

Ho is true Correct decision Type I error

Ha is true Type II error Correct Decision

Level of Significance

The probability of making Type I error or alpha

error in a test is called the significance level of
the test. The significance level of a test is the
maximum value of the probability of rejecting the
null hypothesis (Ho) when in fact it is true.
Degree of Freedom (df)

The degree of freedom gives the number of pieces

of independent information available for computing
variability.
For a single sample
df = n – 1
For two samples
df = n1 + n2 - 2
Critical Value

A critical value is any value that separates the

critical region (where we reject the null
hypothesis) from the values of the test statistic
that do not lead to rejection of the null
hypothesis, the sampling distribution that
applies, and the significance level ∝.
Probability Value

The P-value (probability value) is the probability

of getting a value of the test statistic that is at
least as extreme as the one representing the
sample data, assuming that the null hypothesis
is true. The null hypothesis is rejected if the P-
value is very small, such as 0.05 or less.
 STEPS IN HYPOTHESIS TESTING
Traditional Method
The initial step in hypothesis testing is done by making an assertion regarding the nature
of the distribution of the data. Generally, we assume that the data under consideration is
normally distributed.

1. Formulate the null and the alternative hypothesis.

2. Determine the statistical tool to use.
3. Specify the level of significance. The most commonly used values of ∝ are 1% and
5%.
4. Determine the tabular or the critical value.
5. Determine the computed value of the test statistic from the given conditions.
6. Make a decision. In making a decision, we compare the computed value to the
critical value. We shall have two possibilities:
 If the computed value is less than the critical value, we accept the null hypothesis.
 If the computed value is greater than the critical value, we reject the null hypothesis
and accept the alternative hypothesis.
 STEPS IN HYPOTHESIS TESTING
P-value Method
The initial step in hypothesis testing is done by making an assertion regarding the nature
of the distribution of the data. Generally, we assume that the data under consideration is
normally distributed.

1. Formulate the null and the alternative hypothesis.

2. Determine the statistical tool to use.
3. Specify the level of significance. The most commonly used values of ∝ are 1% and
5%.
4. Determine the p-value of the test statistic.
5. Make a decision. In making a decision, we compare the p-value to the level of
significance (∝). We shall have two possibilities:
 If the p-value is less than or equal to the level of significance (∝), we reject the null
hypothesis and accept the alternative hypothesis.
 If the p-value is greater than the level of significance (∝), we accept the null
hypothesis.
STEPS IN HYPOTHESIS TESTING
P-value Method
1. Ho: (state)
Ha: (state)
2. Statistical Tool:
3. Significance level:  = 0.05
4. P-value (2 sig) (collect and summarize the sample data)
5. Make a decision: To reject or to retain Ho, use the
criterion for evaluating the sample evidence.
6. Summary: ( There is no … / There is significant
difference or relationship)
Let us follow the step of P-value Method in
answering the problems/objectives of this
study.
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in the

mathematics college readiness of the grade 12 students when grouped
according to nature of curriculum in JHS (Science and Academic).

1. Ho: (state)
Ha: (state)
2. Statistical Tool:
3. Significance level:  = 0.05
4. P-value (2 sig) (collect and summarize the sample data)
5. Make a decision: To reject or to retain Ho, use the criterion for
evaluating the sample evidence.
6. Summary: ( There is no … / There is significant difference or
relationship)
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in the

mathematics college readiness of the grade 12 students when grouped
according to nature of curriculum in JHS (Science and Academic).

1. Ho: There is no significant difference in the mathematics college readiness

of the grade 12 students when grouped according to nature of curriculum in
JHS (Science and Academic).
Ha: There is a significant difference in the mathematics college readiness of
the grade 12 students when grouped according to nature of curriculum in JHS
(Science and Academic).
2. Statistical Tool: Independent Sample T-test
3. Significance level:  = 0.05
4. P-value (2 sig) = 0.000
5. Make a decision: Since the p-value is less than the significance level (),
reject Ho and accept Ha.
6. Summary: There is a significant difference in the mathematics college
readiness of the grade 12 students when grouped according to nature of
curriculum in JHS (Science and Academic).
Implication
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in the

mathematics college readiness of the grade 12 students when grouped
according to learning strand (ABM, STEM, GAS, and HUMSS).

1. Ho: (state)
Ha: (state)
2. Statistical Tool:
3. Significance level:  = 0.05
4. P-value (2 sig) (collect and summarize the sample data)
5. Make a decision: To reject or to retain Ho, use the criterion for
evaluating the sample evidence.
6. Summary: ( There is no … / There is significant difference or
relationship)
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “

The researcher wants to know if there is a significant difference in the

mathematics college readiness of the grade 12 students when grouped
according to nature of curriculum in JHS (Science and Academic).

1. Ho: There is no significant difference in the mathematics college readiness

of the grade 12 students when grouped according to learning strand (ABM,
STEM, GAS, and HUMSS).
Ha: There is a significant difference in the mathematics college readiness of
the grade 12 students when grouped according to learning strand (ABM, STEM,
GAS, and HUMSS).
2. Statistical Tool: Analysis of Variance (ANOVA)
3. Significance level:  = 0.05
4. P-value (2 sig) = 0.000
5. Make a decision: Since the p-value is less than the significance level (),
reject Ho and accept Ha.
6. Summary: There is a significant difference in the mathematics college
readiness of the grade 12 students when grouped according to learning strand
(ABM, STEM, GAS, and HUMSS).
Implication
It is your time to use hypothesis testing on the
given objective below:
“Mathematics college readiness (MCR) of grade 12 students: Basis for
instructional enhancement “
The researcher wants to know if there is a significant difference in the
mathematics college readiness of the grade 12 students when grouped
according to career track (Academic, Arts and Design, Sports, and TVL).

1. Ho: (state)
Ha: (state)
2. Statistical Tool:
3. Significance level:  = 0.05
4. P-value (2 sig) (collect and summarize the sample data)
5. Make a decision: To reject or to retain Ho, use the criterion for
evaluating the sample evidence.
6. Summary: ( There is no … / There is significant difference or
relationship)
Thank You!
Reminder: Answer Activity #02